Goal: Student engagement in the first 3-5 minutes.

Turn To Your Partner _x_ Think, Pair, Share x Thumbs Up/Thumbs Down Admit Slip/Exit Slip x Give One/Get One WTL

Explicit Instruction Implementation Log Warren G. Harding Middle School
Time Frame of Implementation Study: September 30, 2010

Name: Jenna Lindvall Grade Level/Role: Demonstration Text: Lesson Focus/Goal: Comprehension- Visualizing

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using. Visualizing is critical because it is often the image that makes the text vibrant and alive. Visualizing requires readers to use prior knowledge. The emotional responses (seeing, hearing) often hook kids. Students must understand: • That comprehension requires proactive effort • That authors want readers to see, hear, and feel certain things in the text they write. • That we can use our sense of sight, hearing, and feeling as we read. What is the secret to imaging? Student’s must: • Identify words the author is using that are descriptive • Use prior knowledge about those words and about our senses to create an image in the mind. By the end of the lesson, you will be able to visualize

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Today we are going to be using visualizing to help us remember the 2 types of cells and their shapes. Good readers visualize when they read. If we take the time to get a picture of what our textbook is telling us, we can remember it better and it will help us comprehend (understand) the main learning goal. When we visualize, we use the words in the text and try to draw a picture in our head. Often our personal picture is different than others because we connect words in the text with our own experiences. The important thing is that we look for words in the text that help us create our own picture because that will help you, as a reader, better understand and remember what the text says. Your job as a reader is to read the text, look for words that help describe, and then combine those clues to draw a picture in your head. A good reader uses the picture to better understand what he/she reads.

students do the reading and discussion. maybe similar to a water balloon. and classification science text. Now I think. we will work together to visualize. Heredity. Continue in this scaffolded practice until the end of the text. Guided Practice: (We do) Include opportunities for students to engage in guided practice with the comprehension strategy. So now I think. Remember. I want you to pay attention to how I use the author’s words and my background knowledge to create a picture in my head of the author’s message. The text says that cytoplasm is a fluid. Begin reading aloud with text in view of students. When you are done sharing. Pay attention to words that help you draw a picture in your mind. Let’s label our picture. I will read the next two sentences and then we will turn and talk to a neighbor about the Archaebacteria. Let me show you an example. As I read this. I will then keep track of my thinking on a graphic organizer. Pay attention to what I do because when I am done. Now I want you to follow along as I read the next section of the text. When I hear the word barrier I am thinking of a something that stands in my way.Instructor Models and Demonstrates: (I do) Include key statements you will use to model comprehension thinking. this makes me think of water so I am now visualizing that inside my wall it is full of water. Collaborative Learning: (You do it together) Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. Ask students to share their ideas and then add their drawing to their own graphic organizer. I have given each of you a hand out so that you may follow along. Have students share out ideas for the graphic organizer. “What does a cell look like?” I draw that picture in my head. we each may pick up on different clues. When the text talks about letting things in and out I am picturing a dog door that allows the dog to travel freely from inside and outside of the house. . I think the cell membrane sounds like a wall. As I read today. Then I am going to draw it on my graphic organizer. Stop after the first section. I want you to discuss how you would fill out the next section of our graphic organizer. In this part of the lesson. what did I read about cells that I could add to my picture in my mind and on my paper? The text said that the fluid was called cytoplasm and the wall was called a cell membrane. I picture a wall around a castle. I am going to use a short section from our Cells. Independent Practice: (You do) Include opportunities for students to engage in independent practice with the fluency instructional tasks.

If you cannot picture the main message from the text you are reading. Questions? Collaboration Data In the last five school days. student grouping. 1. Make sure you think about the clue words in the text that help you create your own picture. It was also helpful to type up the information rather than have them read out of the book so that they were forming their own visual and not just copying the pictures from the book. please record your thinking. I want you to pay attention to your visualizations. have you demonstrated an explicit instruction lesson (with students) for your collaborative partner? __x__ Yes ____ No I practiced my lesson with: Lori Frericks I demonstrated my lesson for: 6th grade advanced science I reflected my lesson with: Justin Gill . have you worked with your collaborative partner to practice your explicit instruction lessons?* _x___ Yes ____ No In the last five school days.As you are reading today especially in your content areas.)? When we actually did the lesson I modeled more than just one section I think this helped the students get a better understanding. Student Response Data (This can be a whole group or small group data set. What made the lesson work well (strategies. etc. I would take out some extra information that did not help the students to visualize what the cell looked like. you should go back and reread for clarification. 2. materials. The visual aid for them to draw in was very helpful. lesson organization.) What data will you collect to determine student progress? _100%____ Number of students who have performance and cognitive control _____ Number of students who are making good progress _____ Number of students who are struggling Reflection: After discussion with collaborative partner. How might you change your lesson when you teach it again? I really felt that this lesson went well.

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